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All Journal Poetika: Jurnal Ilmu Sastra English Education Journal Erudita: Journal of English Language Teaching
Daud Jiwandono, Daud
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

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TYPES OF CLASSROOM INTERACTIONS IN THE IMPLEMENTATION OF MINI DRAMA SCRIPT PROJECT Jiwandono, Daud; Rukmini, Dwi
English Education Journal Vol 5 No 2 (2015)
Publisher : English Education Journal

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Abstract

The study was aimed at investigating types of classroom interaction that occurred during the implementation of mini drama script project.The data were gathered through observations and audio and video recording during three cycles. The collected data were further analyzed through four steps of analyzing talks: (1) providing a general characterization in which I listened to the conversation to get a general sense of the kind of interactions, (2) identifying grossly apparent features in which I looked more closely to language features found during the conversation, (3) focusing in on structural elements in which I examined how the interactions were structured and described the most noticeable features, and (4) developing a description in which I described the findings based on the data. The results indicated the implementation of a mini drama script project allowed various types of interaction to occur during the project including the teacher speaking to the whole class, the teacher speaking to a group of members, the student speaking to teacher, the student speaking to student, and the student speaking to group members.In conclusion, the implementation of mini drama script project allows various types of classroom interaction.
Why early exposure to language assessment matters: perceptions of fourth-semester preservice English teachers Jiwandono, Daud; Permatasari, Riana; Novinda, Kushardiyanti; Eka Januaristi, Khairiyah
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10776

Abstract

Although language assessment literacy (LAL) has received increasing attention globally, studies on pre-service teachers’ initial awareness in the Indonesian context are still relatively limited. This study examines the perceptions of fourth-semester pre-service English teachers toward language assessment, focusing on three main aspects: their views on the initial introduction of assessment theory, their understanding of assessment practices, and the importance of assessment. Using a qualitative descriptive design, the data were collected from 58 participants through questionnaires and semi-structured interviews with 15 participants. The results showed that the participants found the initial introduction to assessment theory to be very beneficial because it increased their self-confidence and provided a structured direction in planning their future teaching. Most participants initially viewed assessment as a tool to assess students. However, after gaining an understanding of assessment principles such as validity, reliability, practicality, and washback, their perceptions changed. They began to see assessment as an important part of the teaching process. These findings underscore the importance of incorporating language assessment literacy early in the teacher education curriculum to develop reflective and assessment-literate educators. The study recommends that language assessment instruction should not only be delivered comprehensively but also contextualized in practical teaching experiences.
The Subversion of Ageism And Sisterhood in Diana Wynne Jones’ Howl's Moving Castle Januaristi, Khairiyah Eka; Novinda, Kushardiyanti; Jiwandono, Daud
POETIKA Vol 13, No 2 (2025): Issue 2
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/poetika.v13i2.108024

Abstract

The aim of this study is to examine the subversion of ageism and female identity in Jones’ Howl Moving Castle through the lens of deconstruction and postmodern feminism. This novel challenges Young Adult Literature (YAL) conventions, where protagonists are typically young. On the contrary, Sophie Hatter is cursed by a witch into an older woman, but instead discovers agency, confidence, and self-worth. Collected data related to the contestation of ageist and patriarchal assumptions are then investigated carefully using Critical Discourse Analysis (CDA). The findings of this study suggest that the narrative demonstrates fluidity of identity, not strictly defined by age transformation and biological ties of sisterhood. Elements of fantasy employed in this novel function as more than a genre, allowing for fluid identity, which facilitates emotional support and mutual empowerment, rather than female rivalry. Through Sophie’s metamorphosis and the symbolism of the ever-moving castle, the fantasy setting operates as a critical space that redefines freedom, agency, and female solidarity beyond patriarchal and ageist constraints. Resisting age, gender, and identity stereotypes, this novel successfully expands the issues of representation in YAL. It establishes the possibility that fantasy, as a genre, is a powerful medium for critique and redefinition of age, identity, and sisterhood.
Co-Authors Dwi Rukmini Eka Januaristi, Khairiyah Novinda, Kushardiyanti Riana Permatasari, Riana